Learning Theories and Their Implications for the Classroom

1
Learning Theories and Their Implications for the
Classroom

• Myers-Brigg Personality Test
• Gardners Multiple Intelligences
• Blooms Taxonomy

2
Meyers Brigg Personality Test and Learning Styles

• Extravert (E)Introvert (I)
• Sensing (S)Intuitive (N)
• Thinking (T)Feeling (F)
• Judging (J)Perceiving (P)

3
Extravert (E)

• CHARACTERISTICS
• WORK BEST IN CLASSROOMS THAT ALLOW TIME FOR
  DISCUSSION, TALKING AND/OR WORKING WITH A GROUP.
• ARE ACTION ORIENTED
• DO WELL WITH ACTIVITIES INVOLVING SOME TYPE OF
  PHYSICAL ACTIVITY..
• CHALLENGES
• AS THEY ARE PULLED INTO SOCIAL LIFE, THEY MAY
  FIND IT DIFFICULT TO SETTLE DOWN, READ, OR
  CONCENTRATE ON HOMEWORK. THEY SOMETIMES FIND
  LISTENING DIFFICULT AND NEED TO TALK TO WORK OUT
  THEIR IDEAS
• FIND SOLITARY TASKS CHALLENGING (READING,
  RESEARCH, WRITING)
• THEY TEND TO PLUNGE INTO NEW MATERIAL, AS THEIR
  TENDENCY IS TO ACT FIRST AND THINK LATER.
• IDEAL LEARNING ENVIRONMENT
• STUDY WITH A FRIEND.
• STUDY AS IF THEY ARE PREPARING TO TEACH SOMEONE
  ELSE.
• ALLOW TIME TO THINK THINGS THROUGH BY TALKING,
  SUCH AS IN CLASSROOM DISCUSSIONS, OR WHEN WORKING
  WITH ANOTHER STUDENT.
• LEARNING ACTIVITIES THAT HAVE VISIBLE RESULTS AND
  INVOLVE PEOPLE INTERACTION.

4
Introvert (I)

• CHARACTERISTICS
• ENJOY READING, LECTURES, AND WRITTEN OVER ORAL
  WORK.
• PREFER TO WORK INDEPENDENTLY, AND NEED TIME FOR
  INTERNAL PROCESSING.
• ENJOY LISTENING TO OTHERS TALK ABOUT A TOPIC
  WHILE PRIVATELY PROCESSING THE INFORMATION.
• CHALLENGES
• MAY ENCOUNTER DIFFICULTY WITH INSTRUCTORS WHO
  SPEAK QUICKLY WITHOUT ALLOWING TIME FOR MENTAL
  PROCESSING.
• OFTEN UNCOMFORTABLE IN DISCUSSION GROUPS
• MAY HESITATE TO SPEAK UP IN CLASS.
• IDEAL LEARNING ENVIRONMENT
• WORK INDEPENDENTLY WITH THEIR OWN THOUGHTS,
  THROUGH LISTENING, OBSERVING, READING, WRITING,
  AND INDEPENDENT LAB WORK.
• SUFFICIENT TIME TO COMPLETE THEIR WORK AND TO
  THINK BEFORE ANSWERING A QUESTION.
• INSTRUCTORS WHO ALLOW TIME TO PROCESS THEIR
  EXPERIENCES AT THEIR OWN PACE.
• NOT REQUIRED TO SPEAK IN CLASS BUT ARE ALLOWED TO
  VOLUNTARILY CONTRIBUTE.

5
Sensing (S)

• CHARACTERISTICS
• LIKE CONCRETE FACTS, ORGANIZATION, AND STRUCTURE.
  
• LIKE TO GO STEP BY STEP
• BEST AT TASKS THAT CALL FOR CAREFULNESS,
  OBSERVING SPECIFICS, AND HAVE A PRACTICAL
  INTEREST.
• FEEL MORE COMFORTABLE WITH THE FAMILIAR, SOLID
  FACTS BEFORE THEY CAN GRADUALLY MOVE TOWARD
  ABSTRACT CONCEPTS AND PRINCIPLES.
• LIKE OUTLINES, CLEAR GUIDELINES, AND SPECIFICS.
• CHALLENGES
• EASILY FRUSTRATED AND IMPATIENT WITH COMPLICATED
  SITUATIONS.
• MIGHT IGNORE THE BIG PICTURE AND OVERLOOK GENERAL
  MEANINGS AND IMPLICATIONS..
• MAY HAVE DIFFICULTY WITH INSTRUCTORS WHO MOVE
  THROUGH THE MATERIAL TOO QUICKLY OR JUMP AROUND
  FROM THOUGHT TO THOUGHT
• IDEAL LEARNING ENVIRONMENT
• BEST WITH THEIR SENSES HEAR, TOUCH AND SEE WHAT
  THEY ARE LEARNING.
• ENJOY HANDS-ON ACTIVITIES, LEARN BEST WHEN
  MATERIAL IS TIED IN WITH REAL LIFE SITUATIONS.
• WANT TEACHERS TO MAKE IT CLEAR EXACTLY WHAT IS
  EXPECTED OUT OF THEM.

6
Intuitive (N)

• CHARACTERISTICS
• WANT TO KNOW THE THEORY BEFORE DECIDING THAT
  FACTS ARE IMPORTANT
• FOCUS ON GENERAL CONCEPTS MORE THAN DETAILS AND
  PRACTICAL MATTERS.
• RELY MORE ON INSIGHT THAN OBSERVATION.
• ARE CREATIVE, INNOVATIVE, WORK WITH BURSTS OF
  ENERGY, AND ENJOY NEW MATERIAL.
• WILL ALWAYS ASK "WHY" BEFORE ANYTHING ELSE.
• WANT TO CLARIFY IDEAS AND THEORIES BEFORE PUTTING
  THEM INTO PRACTICE.
• CHALLENGES
• MAY NOT READ A TEST QUESTION ALL THE WAY THROUGH,
  SOMETIMES MISSING A KEY PART, BECAUSE THEY ACT ON
  THEIR HUNCHES.
• ONCE THEY UNDERSTAND A CONCEPT OR SKILL, MAY FIND
  CONTINUED REPETITION OR PRACTICE BORING.
• MIGHT BECOME FRUSTRATED WITH INSTRUCTORS WHO PACE
  THE MATERIAL TOO SLOWLY FOR THEM.
• IDEAL LEARNING ENVIRONMENTS
• THRIVE WHEN THEY HAVE OPPORTUNITIES TO BE
  INVENTIVE AND ORIGINAL
• WANT CHOICES IN THE WAYS THEY WORK OUT THEIR
  ASSIGNMENTS.
• DO WELL WITH OPPORTUNITIES FOR SELF-INSTRUCTION,
  BOTH INDIVIDUALLY AND WITH A GROUP.

7
Thinking (T)

• CHARACTERISTICS
• USE LOGICAL ANALYSIS TO UNDERSTAND MATERIAL.
• ANALYZE PROBLEMS TO BRING LOGICAL ORDER OUT OF
  CONFUSION.
• GOOD AT PROBLEM SOLVING
• ENJOY GOING INTO DEPTH AND STRIVE TO GET A SENSE
  OF MASTERY OVER THE MATERIAL
• LIKE CLEAR COURSE AND OBJECTIVES THAT ARE PRECISE
  AND ACTION-ORIENTED. ACCURACY IS IMPORTANT
• CHALLENGES
• MAY HAVE DIFFICULTY WITH INSTRUCTORS WHO DO NOT
  PRESENT MATERIAL IN A LOGICAL ORDER.
• IDEAL LEARNING ENVIRONMENTS
• UNDERSTAND BEST WHEN MATERIAL IS PRESENTED IN A
  LOGICAL, ORDERLY FASHION.
• NEED TO HAVE THE LOGIC IN THE MATERIAL POINTED
  OUT.
• ENJOY FEEDBACK THAT SHOWS THEM THEIR SPECIFIC,
  OBJECTIVE ACHIEVEMENTS.
• EXPECT ALL STUDENTS TO BE TREATED FAIRLY AND
  OBJECTIVELY BY INSTRUCTORS..

8
Feeling (F)

• CHARACTERISTICS
• LOOK FOR A PERSONAL CONNECTION IN CLASSROOM
  MATERIAL,
• SEEK TO RELATE IDEAS AND CONCEPTS TO PERSONAL
  EXPERIENCES.
• ENJOY WORKING IN GROUPS AS LONG AS INDIVIDUAL
  RELATIONSHIPS DEVELOP.
• LEARN WELL BY HELPING OTHERS AND RESPONDING TO
  THEIR NEEDS,
• STUDY WELL WITH OTHERS.
• NEED TO DEVELOP A PERSONAL RAPPORT WITH THE
  INSTRUCTOR AND RECEIVE FEEDBACK AND
  ENCOURAGEMENT.
• CHALLENGES
• MIGHT HAVE DIFFICULTY WITH TOPICS THAT DO NOT
  RELATE TO PEOPLE OR RELATIONSHIPS.
• MAY HAVE DIFFICULTY WITH INSTRUCTORS WHO APPEAR
  IMPERSONAL OR DETACHED.
• IDEAL LEARNING ENVIRONMENTS
• WILL WORK HARDER WHEN THEY HAVE DEVELOPED
  PERSONAL RELATIONSHIPS WITH THEIR INSTRUCTORS AND
  OTHER STUDENTS
• NEED SPECIFIC, POSITIVE FEEDBACK FROM THEIR
  INSTRUCTORS,
• WANT INSTRUCTORS TO ALSO SHOW APPRECIATION FOR
  STUDENTS.
• UNDERSTAND BEST WHEN THEY CAN SEE THE
  RELATIONSHIP OF THE MATERIAL TO PEOPLE

9
Judging (J)

• CHARACTERISTICS
• PLAN THEIR WORK AND STICK TO THE PLAN, OFTEN
  GETTING WORK DONE EARLY.
• PREFER TO WORK ON ONLY ONE THING AT A TIME.
• AVOID LAST-MINUTE STRESSES
• WANT TO KNOW WHAT THEY ARE ACCOUNTABLE FOR AND BY
  WHAT STANDARDS THEY WILL BE GRADED.
• CHALLENGES
• DONT WORK WELL UNDER LAST-MINUTE PRESSURE.
• DISLIKE SURPRISES AND THRIVE ON ORDER
• IDEAL LEARNING ENVIRONMENTS
• THRIVE WITH STRUCTURE, CLEAR INSTRUCTIONS AND
  CONSISTENCY.
• CLEAR, DETAILED OUTLINE WITH SPECIFIC GRADING
  PROCEDURES
• DO BEST WITH ADVANCED PLANS WITHOUT SURPRISES
• EXPECT THEIR INSTRUCTORS TO FOLLOW THEIR OUTLINES
  AND RETURN ASSIGNMENTS WHEN THEY SAY THEY WILL.

10
Perceiving (P)

• CHARACTERISTICS
• START MANY TASKS, WANT TO KNOW EVERYTHING ABOUT
  EACH TASK, AND WORK IN FLEXIBLE WAYS, FOLLOWING
  IMPULSES.
• ARE STIMULATED BY THE NEW AND DIFFERENT.
• STUDY BEST WHEN SURGES OF IMPULSIVE ENERGY COME
  TO THEM.
• GOOD AT INFORMAL PROBLEM SOLVING AND ADEPT AT
  MANAGING ARISING PROBLEMS.
• FEEL ENERGIZED BY LAST-MINUTE PRESSURES AND OFTEN
  DO THEIR BEST WORK UNDER PRESSURE.
• THRIVE ON SPONTANEITY AND DONT MIND SURPRISES
• CHALLENGES
• BIGGEST PROBLEM IS PROCRASTINATION.
• MAY MAKE A CALENDAR OF THINGS TO DO BUT OFTEN
  WONT FOLLOW IT.
• OFTEN FIND IT DIFFICULT TO COMPLETE TASKS.
• NEED TO FIND NOVEL WAYS TO DO ROUTINE ASSIGNMENTS
  TO INCREASE THEIR INTEREST..
• IDEAL LEARNING ENVIRONMENTS
• FOR LENGTHY ASSIGNMENTS OR PROJECTS, THEY WILL
  WORK BEST IF THEY DIVIDE THE WORK INTO SEVERAL
  SUB-ASSIGNMENTS.
• LIKE SOME CHOICES IN ASPECTS OF ASSIGNMENTS.
• WORK BEST WHEN THEY UNDERSTAND THE REASONS FOR
  ASSIGNMENTS AND WHEN ASSIGNMENTS MAKE SENSE TO
  THEM.
• ENJOY VARIETY AND SPONTANEITY.

11
Gardners Multiple Intelligences

• Learning Types
• Visual
• Auditory
• Kinesthetic (Physical)

12
Gardners Multiples Intelligences

• Visual/Spatial Intelligence
• Verbal/Linguistic Intelligence
• Logical/Mathematical Intelligence
• Bodily/Kinesthetic Intelligence
• Musical/Rhythmic Intelligence
• Interpersonal Intelligence
• Intrapersonal Intelligence

13
Visual/Spatial Intelligence

• DESCRIPTION
• ability to perceive the visual.
• tend to think in pictures
• need to create vivid mental images to retain
  information.
• enjoy looking at maps, charts, pictures, videos,
  and movies.
• SKILLS
• puzzle building, reading, writing, understanding
  charts and graphs
• good sense of direction, sketching, painting,
  creating visual metaphors and analogies
• manipulating images, constructing, fixing,
  designing practical objects, interpreting visual
  images.
• POSSIBLE CAREER INTERESTS
• navigators, sculptors, visual artists, inventors,
  architects, interior designers, mechanics,
  engineers

14
Verbal/Linguistic Intelligence

• DESCRIPTION
• ability to use words and language.
• have highly developed auditory skills and are
  generally elegant speakers.
• think in words rather than pictures.
• SKILLS
• listening, speaking, writing, story telling,
  explaining, teaching, using humor
• understanding the meaning of words, remembering
  information.
• convincing someone of their point of view,
  analyzing language usage.
• POSSIBLE CAREER INTERESTS
• Poet, journalist, writer, teacher, lawyer,
  politician, translator

15
Logical/Mathematical Intelligence

• DESCRIPTION
• ability to use reason, logic and numbers.
• think conceptually in logical and numerical
  patterns making connections between pieces of
  information.
• Always curious about the world around them, these
  learner ask lots of questions and like to do
  experiments.
• SKILLS
• problem solving, classifying and categorizing
  information,
• handling long chains of reason to make local
  progressions, doing controlled experiments,
  questioning and wondering about natural events,
• performing complex mathematical calculations,
  working with geometric shapes
• POSSIBLE CAREER INTERESTS
• Scientists, engineers, computer programmers,
  researchers, accountants, mathematicians

16
Bodily/Kinesthetic Intelligence

• DESCRIPTION
• ability to control body movements and handle
  objects skillfully.
• express themselves through movement.
• have a good sense of balance and eye-hand
  co-ordination. (e.g. ball play, balancing beams).
  
• remember and process information Through
  interacting with the space around them
• SKILLS
• dancing, physical co-ordination, sports, hands on
  experimentation,
• using body language, crafts, acting, miming,
  using their hands to create or build
• expressing emotions through the body
• POSSIBLE CAREER INTERESTS
• Athletes, physical education teachers, dancers,
  actors, firefighters, artisans

17
Musical/Rhythmic Intelligence

• DESCRIPTION
• ability to produce and appreciate music.
• musically inclined learners think in sounds,
  rhythms and patterns. They immediately respond to
  music either appreciating or criticizing what
  they hear. Many of these learners are extremely
  sensitive to environmental sounds (e.g. crickets,
  bells, dripping taps).
• SKILLS
• singing, whistling, playing musical instruments,
• recognizing tonal patterns, composing music,
  remembering melodies,
• understanding the structure and rhythm of music
• POSSIBLE CAREER INTERESTS
• musician, disc jockey, singer, composer

18
Interpersonal Intelligence

• DESCRIPTION
• ability to relate and understand others.
• try to see things from other people's point of
  view in order to understand how they think and
  feel.
• often have an uncanny ability to sense feelings,
  intentions and motivations.
• are great organizers, although they sometimes
  resort to manipulation.
• Generally try to maintain peace in group settings
  and encourage co-operation.
• use both verbal (e.g. speaking) and non-verbal
  language (e.g. eye contact, body language) to
  open communication channels with others.
• SKILLS
• seeing things from other perspectives, listening,
  using empathy,
• understanding other people's moods and feelings,
  counseling, co-operating with groups, noticing
  people's moods, motivations and intentions.
• communicating both verbally and non-verbally,
  building trust, peaceful conflict resolution,
  establishing positive relations with other
  people.
• POSSIBLE CAREER INTERESTS
• Counselor, salesperson, politician, business
  person

19
Intrapersonal Intelligence

• DESCRIPTION
• ability to self-reflect and be aware of one's
  inner state of being.
• try to understand their inner feelings, dreams,
  relationships with others, and strengths and
  weaknesses.
• SKILLS
• Recognizing their own strengths and weaknesses,
  reflecting and analyzing themselves
• Awareness of their inner feelings, desires and
  dreams, evaluating their thinking patterns
• Reasoning with themselves, understanding their
  role in relationship to others
• POSSIBLE CAREER INTERESTS
• Researchers, theorists, philosophers

20
Blooms Taxonomy

• Learning Types
• Cognitive
• Intellectual Knowledge
• Affective
• Emotional Attitude
• Psychomotor
• Physical Skills

21
Bloom Taxonomy

• Cognitive Domain
• Recall
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

22
Recall Knowledge Comprehension
Knowledge - Recall data or information.
Comprehension - Understand the meaning,
translation, interpolation, and interpretation of
instructions and problems. State a problem in
one's own words.
23
Application
Use a concept in a new situation or unprompted
use of an abstraction. Applies what was learned
in the classroom into novel situations.
24
Analysis
Separates material or concepts into component
parts so that its organizational structure may be
understood. Distinguishes between facts and
inferences. 
25
Synthesis
Builds a structure or pattern from diverse
elements. Put parts together to form a whole,
with emphasis on creating a new meaning or
structure.
26
Evaluation
Make judgments about the value of ideas or
materials.